ANALYSIS OF THE IMPACT ASSESSMENT APPROACHES OF VOCATIONAL EDUCATION AND TRAINING RESULTS IN EUROPEAN UNION MEMBER STATES

Work based learning (WBL), introduced in Vocational education and training (VET) system, promises to increase economic competitiveness and development of the knowledge-based economy in Latvia. WBL aims to provide knowledge and understanding regarding types of work in a chosen occupation, build specific competencies needed for work and motivate young people to acquire 21st Century skills for smoother transition from education to sustainable employment and development of their professional career. WBL is closely linked to life-long guidance at all stages of decision making: future occupation or workplace, upskilling or reskilling, acquisition of transferable skills or career management skills. Ensuring effective integration of life-long guidance with WBL three elements are essential: engagement before entering WBL programmes; achievement within WBL to encourage participation and successful completion; transition to work after graduating VET supported by personalised follow-up and on-going career support.WBL is a new approach for most European Union Member States (EU MS), ensuring a positive impact on employment perspectives for students by providing skills demanded by employers and an acceptable level of VET quality, allowing the VET graduate to find a job quickly or obtain a well-paid job. The European Quality Assurance Reference Framework for VET (EQAVET) is an EU instrument to improve the systems of Quality Assurance (QA) in VET, based on a quality cycle and on using performance indicators and self-assessment. EQAVET proposes indicators that could be utilized to monitor VET provision and for peer reviews between EU MS. Most indicators serve as VET performance indicators, however some characterize VET impact on the graduate’s transition to work. Analysis of the positive and negative aspects of VET QA indicators could be the basis for development of WBL and support life-long learning strategies.

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Quality Assurance Systems in Education and Training in Europe

ACTA Universitatis Cibiniensis ◽

10.2478/aucts-2014-0017 ◽

2014 ◽

Vol 64 (1) ◽

pp. 94-97

Author(s):

Claudiu Sorin Voinia ◽

Ana Tuşa ◽

Carmen Simion

Keyword(s):

European Union ◽

Quality Assurance ◽

Professional Training ◽

Education And Training ◽

Vocational Education And Training ◽

The European Union ◽

Member States ◽

National Education ◽

Eu Member States ◽

And Training

Abstract Member States have a duty to compare and learn more about the national education and professional training. The objectives of this paper were to identify specific characteristics, developments and highlighting key priorities in coordinating the development of specific quality assurance processes in the European Union. The aim of this work was to present the quality assurance systems in vocational education and training systems in the Member States of the European Union. The results were to identify the extent to which national initiatives of EU member States show interest in the quality of education. Data from research can be useful in developing strategic sector development programs, and local schools

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COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES

The Annals of the University of Oradea. Economic Sciences ◽

10.47535/1991auoes30(1)044 ◽

2021 ◽

Vol 30 (30 (1)) ◽

pp. 397-405

Author(s):

Ágnes Stomp ◽

Marianna Móré

Keyword(s):

Vocational Education ◽

Vocational Training ◽

Education And Training ◽

Vocational Education And Training ◽

The European Union ◽

Credit System ◽

Member States ◽

Training Systems ◽

Training Programmes ◽

And Training

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

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CHALLENGES AND SOLUTIONS OF TVET QUALITY ASSURANCE IN MONGOLIA

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol5.5138 ◽

2020 ◽

Vol 5 ◽

pp. 285

Author(s):

Grieta Tentere

Keyword(s):

Quality Assurance ◽

Vocational Education ◽

Labour Market ◽

Social Inclusion ◽

Positive Impact ◽

Education And Training ◽

Vocational Education And Training ◽

Economic Competitiveness ◽

Main Challenge ◽

And Training

Technical and vocational education and training (TVET) makes a significant contribution to economic competitiveness in a knowledge-based economy. The main challenge for vocational education and training is to meet the changing skill needs in the labour market. In order to balance labour market supply and demand by constantly diversifying TVET customer base, it is necessary to increase the key role played by vocational education and training in economic competitiveness and social inclusion. The considerable economic growth in Mongolia does not have a positive impact on the creation of new jobs and poverty reduction. This implies that the Mongolian education sector was unable to produce required knowledge and skills to be employed. At the system and institutional levels, the management has changed frequently, the policy continuity and consistency are weak. The TVET and curriculum standards are not developed, validated and approved. The multi-faceted, multi-ownership and relatively accessible TVET system became reality in Mongolia. The main factor to increase the economic competitiveness is the quality of in the TVET sector. Thus, the quality assurance is a comprehensive system for evaluating outcomes and achievement of the core objectives of the TVET system, making adjustments, if necessary, and improving a rationale for management decisions.

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European cooperation in vocational education and training: towards a common ambition

Revista Española de Educación Comparada ◽

10.5944/reec.36.2020.26879 ◽

2020 ◽

pp. 32

Author(s):

Irene Psifidou ◽

Antonio Ranieri

Keyword(s):

Vocational Education ◽

Education And Training ◽

Inclusive Development ◽

Vocational Education And Training ◽

Policy Framework ◽

Policy Cycle ◽

Member States ◽

European Cooperation ◽

National Systems ◽

And Training

As the policy cycle for European cooperation in vocational education and training (VET) is coming to an end in 2020, the need for high-skilled labour is increasingly seen as paramount to ensure future sustainable and inclusive development in Europe. Drawing on Cedefop review and analysis of VET policies and their implementation, this article provides a brief overview of the progress made so far, areas of weakness, and persistent and new challenges ahead. Analysis confirms the gradual but continuous progress being made over the last decade despite the years spent in the long shadow of the financial crisis and the consequent economic and political uncertainty affecting many European countries. While participation to and, importantly, quality of VET varies across national systems, most Member States have progressed towards the achievements set in the Bruges Communique in 2010. This includes improved transparency, quality assurance and permeability of national qualification systems, as well as the enhanced responsiveness of VET provision to labour market needs through the wider recognition of the role of work-based learning and apprenticeship schemes. What is apparent today, more than ever before, is that the European institutional and policy framework represents a unique strength for Member States to focus on the big picture over the long term and make the most of the opportunities that an enhanced cooperation among national systems may offer to improve the overall performance, quality and attractiveness of VET in Europe.

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